Status of Integrated Science Instruction in Junior Secondary Schools of China: An Exploratory Study

Autor/inn/en	Sun, Daner; Wang, Zu Hao; Xie, Wen Ting; Boon, Chirn Chye
Titel	Status of Integrated Science Instruction in Junior Secondary Schools of China: An Exploratory Study
Quelle	In: International Journal of Science Education, 36 (2014) 5, S.808-838 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.829254
Schlagwörter	Foreign Countries; Science Instruction; Integrated Curriculum; Program Implementation; Observation; Science Teachers; Secondary School Science; Secondary School Students; Secondary School Teachers; Student Behavior; Teacher Behavior; Teacher Competencies; Learning Activities; Student Participation; Instructional Effectiveness; Educational Change; Questionnaires; Interviews; Measures (Individuals); Curriculum Design; Experiments; Inquiry; Statistical Analysis; Teacher Effectiveness; Speech; Time Factors (Learning); Time Management; Cooperative Learning; Teacher Student Relationship; Faculty Development; China + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Lehrkunst; Lernaktivität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Unterrichtserfolg; Bildungsreform; Fragebogen; Interviewing; Interviewtechnik; Messdaten; Lehrplangestaltung; Erprobung; Statistische Analyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Speaking; Sprechen; Zeitmanagement; Kooperatives Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The last two decades have witnessed the gradual implementation of integrated science curriculum at the junior secondary level in China. However, in most provinces of China, the implementation is not as successful as expected. Challenges were reported, yet without fine-grained investigation, with respect to science teachers' instruction on integrated science. In this study, we aim to detect major problems by investigating the instruction of integrated science at the secondary level. Classroom observation focused on the teacher and student verbal behavior, teachers' competency of instructional organization, their presentation of instructional content, and the organization of learning activities. Findings revealed that students were provided with limited opportunities for participating and engaging in learning as science teachers were dominant in classroom talk. Teachers emphasized on the integration of knowledge within one subject (within-subject knowledge), but not the integration of knowledge between subjects (cross-subject knowledge), resulting in the unsuccessful instruction of the integrative content. What is more, teachers were inadequately competent in designing and delivering science, technology and society content, scientific inquiry and scientific experiments, which also affected the quality of instruction on integrated science. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10